The Individualized Learning Plan: Supporting the Self-Directed Learning Process

NeoReviews ◽  
2012 ◽  
Vol 13 (4) ◽  
pp. e207-e212 ◽  
Author(s):  
R. L. Chapman
Keyword(s):  
Learning Process ◽  
The Self ◽  
Self Directed Learning ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals IMPROVING METHODIC COMPETENCE OF PRIMARY SCHOOL MATHEMATICS TEACHERS ON SELF-DIRECTED LEARNING IN LATVIA

2021 ◽  
Vol 2 ◽  
pp. 583-593
Author(s):  
Anita Sondore ◽  
Valentīna Beinaroviča ◽  
Elfrīda Krastiņa ◽  
Pēteris Daugulis
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Further Education ◽  
School Mathematics ◽  
Self Directed Learning ◽  
Individualized Learning ◽  
Primary School Mathematics ◽  
9Th Grade ◽  
Directed Learning

From September 2020 schools in Latvia gradually started introducing mathematics curricula and approaches in accordance with the new standards of primary education. The changes aim to prepare a competent student who is ready for self-directed learning, who is able and willing to study and solve real problems of the changing world. A competent teacher is needed to manage this individualized learning process. The research aims to find out the typical mistakes and their causes in the results of the 9th grade students' mathematics exam in Latvia, to provide support to teachers for the improvement of methodic competence of self-directed learning. To clarify the situation about mathematics studies, researchers of Daugavpils University carried out an analysis of the results of the mathematics exam in the 9th grade in the years 2015-2019 (the exam did not take place in 2020). After assessing the quality of pupils' knowledge, we can judge for which mathematics topics teachers need methodic help in the self-directed learning process in primary school. In a survey of teachers in 2018 and 2020, we sought their views on the causes of 9th grade students' mathematics exam outcomes, problems in distance learning and suggestions for methodic assistance to teachers in implementing self-directed learning. In this article we give solutions in which directions the methodic competence of primary school mathematics teachers in studies and further education should be improved. 

The Self-Directed Learning Process of Older, Rural Adults

2005 ◽  
Vol 55 (4) ◽  
pp. 269-287 ◽  
Author(s):  
Donald N. Roberson ◽  
Sharan B. Merriam
Keyword(s):  
Learning Process ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Rural Adults

A Confucian perspective of self-cultivation in learning: Its implications for self-directed learning

2017 ◽  
Vol 23 (2) ◽  
pp. 250-262 ◽  
Author(s):  
Charlene Tan
Keyword(s):  
Learning Process ◽  
Group Learning ◽  
The Self ◽  
Moral Vision ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Way

This article explores a Confucian perspective of self-cultivation in learning and its implications for self-directed learning. Focussing on two key Confucian texts, Xueji (Record of Learning) and Xunzi, this essay expounds the purpose, content, process and essence of self-cultivation in learning. From a Confucian viewpoint, self-cultivation is aimed at morally transforming the learners so that they can realise the Way ( dao). The learning process involves being committed to studying, improving oneself by observing rituals and living ethically, and being guided by one’s teacher. Throughout the learning process, both the independence and inter-dependence of the self are emphasised. The article further discusses two major implications from a Confucian interpretation of self-cultivation in learning for self-directed learning. What is recommended is a model of self-directed learning that is underpinned by a shared moral vision of the good and underscores the collective resources and wisdom to promote individual and group learning.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals Self-directed learning in the context of a nursing curriculum: Development of a learning plan

Curationis ◽  
1996 ◽  
Vol 19 (2) ◽  
Author(s):  
B. Majumdar
Keyword(s):  
Health Care ◽  
Nursing Curriculum ◽  
Learning Approaches ◽  
Self Directed Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Rapid Pace ◽  
Biological Health ◽  
Learning Contract ◽  
Self Learning

The rapid pace at which biological health breakthroughs and advancements in technology occur is creating unique challenges to health care programmes. The curricula of all health care programmes will need to be set in learning environments where students will be able to develop learning skills that are transportable across situations, over a whole lifetime. This article attempts to focus on self-directed learning (SDL) concepts and the development of a learning contract/plan, including the roles of both the student and faculty in self-learning approaches and contractual development.

scholarly journals Effect of self-directed learning process on multimedia competencies of educational technology students

2015 ◽  
Vol 7 (1) ◽  
pp. 22
Author(s):  
Mohsen  Bagheri ◽  
Mohammad Hashemi Gheshlaghi ◽  
Fatemeh Joshaghan Nezhad
Keyword(s):  
Educational Technology ◽  
Learning Process ◽  
Self Directed Learning ◽  
Paired Samples ◽  
Technology Students ◽  
Multimedia Production ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning ◽  
Multimedia Competencies

The current study aimed to investigate the effectiveness of the Self-directed Learning (SDL) process on multimedia competencies of educational technology students at Arak university in Iran. The sample of the study consisted of all educational technology students studying at Arak university. The sample included students who were selected for project courses in the  second semester of academic year 2014-2015. The quasi-experimental research, pre-test, post-test design was used for the study. Before the treatment, the pretest of multimedia competencies was employed, then students in the project course received education through the SDL process. The period lasted for 13 weeks, then the post-test was conducted. For data collection, the researchers prepared a questionnaire of multimedia competencies with three subscales (multimedia instructional design, multimedia production skills, and multimedia production tools). The validity of the questionnaire was confirmed by experts in the field of Educational Technology, and Cronbach's alpha coefficient was obtained as a reliability of 0.90. The data were analyzed with independent and paired-samples t-test. The results showed that there was a significant difference between students’ scores in pre-test and post-test; and there was no significant difference between male and female students’ scores on multimedia competencies.Keywords: educational technology, self-directed learning process, multimedia competencies

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

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